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Making a Strong Commitment to Reading-Fluency Training

Making a Strong Commitment to Reading-Fluency Training. Fredricka L. Stoller Northern Arizona University fredricka.stoller@nau.edu. How fast do fluent readers read?. 100 words per minute (wpm) 150 wpm 200 wpm 300 wpm 350 wpm It depends. How fast do fluent readers read?.

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Making a Strong Commitment to Reading-Fluency Training

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  1. Making a Strong Commitment to Reading-Fluency Training FredrickaL. Stoller Northern Arizona University fredricka.stoller@nau.edu

  2. How fast do fluent readers read? • 100 words per minute (wpm) • 150 wpm • 200 wpm • 300 wpm • 350 wpm • It depends

  3. How fast do fluent readers read? • 100 words per minute (wpm) • 150 wpm • 200 wpm • 300 wpm • 350 wpm • It depends

  4. Fluent Readers • 600 wpm: scanning • 450 wpm: skimming • 300 wpm: reading with understanding • 200 wpm: reading to learn • 138 wpm: reading to memorize

  5. How fluent is the average 2nd grader (around 7 years old)? • ~ 60 words per minute (wpm) • ~ 80 wpm • ~ 90 wpm • ~ 110 wpm • ~ 120 wpm

  6. How fluent is the average 2nd grader (around 7 years old)? • ~ 60 words per minute (wpm) • ~ 80 wpm • ~ 90 wpm • ~ 110 wpm • ~ 120 wpm

  7. How fluent is the average 12th grader (around 17 years old)? • ~ 150 words per minute (wpm) • ~ 200 wpm • ~ 250 wpm • ~ 300 wpm • ~ 350 wpm

  8. How fluent is the average 12th grader (around 17 years old)? • ~ 150 words per minute (wpm) • ~ 200 wpm • ~ 250 wpm • ~ 300 wpm • ~ 350 wpm

  9. How fluent is the average university student? • ~ 260 words per minute (wpm) • ~ 280 wpm • ~ 300 wpm • ~ 320 wpm • ~ 340 wpm

  10. How fluent is the average university student? • ~ 260 words per minute (wpm) • ~ 280 wpm • ~ 300 wpm • ~ 320 wpm • ~ 340 wpm

  11. Fluent Readers • 600 wpm: scanning • 450 wpm: skimming • 300 wpm: reading with understanding • 200 wpm: reading to learn • 138 wpm: reading to memorize

  12. Why is Fluent Reading Important? • Fluency is a defining characteristic of skilled reading comprehension abilities, especially in academic contexts. Skilled readers are fluent readers. • Fluency is associated with reading comprehension development; a lack of fluency is one source of comprehension problems.

  13. Why is Fluent Reading Important? • Fluency helps develop a number of other important aspects of reading including • word recognition • vocabulary • sentence processing • motivation

  14. What Is Needed to Become Fluent in Reading? • Fast and accurate word & phrase recognition • A large recognition vocabulary • A lot of comprehension skills practice • A reasonable level of grammatical knowledge • A lot of practice reading

  15. Fluency-Building Activities • Timed and Paced Speed Reading

  16. Timed and Paced Silent Reading http://www.online-stopwatch.com

  17. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud

  18. Listen-Then-Read-Aloud • T selects short, interesting, level-appropriate passage (120–200 words). • T reads the text aloud to Ss with expression, while Ss read along silently. • Class discusses the text or Ss turn to a partner to summarize the passage. • Ss quietly read text aloud to themselves (timed) and mark end point in text. (2 times) • Ss keep the text and revisit it multiple times, under timed conditions, during the week, noting how far they read in the time allotted.

  19. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud • Timed Word and Phrase Recognition Exercises

  20. (from Savage, 2010)

  21. (from Savage, 2010) North Pacific Gyre

  22. (from Savage, 2010) North Pacific Gyre The gyre moves in a clockwise direction

  23. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud • Timed Word and Phrase Recognition Exercises

  24. Word-Recognition Exercises(Timed) Key Word through though thought through thorough objectsobject objects organic oceans truth trail trial trait truth

  25. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud • Timed Word and Phrase Recognition Exercises

  26. Phrase-Recognition Exercises(Timed) Key Phrase by the way by the time by the way on the way by the end sea of garbage pile ofgarbage ocean of garbage sink of garbage sea of garbage

  27. Timed Semantic-Connection Exercises Key word + a word that • has a general or more specific relationship with the key word (e.g., hypernym [flower] - hyponym [daffodil]) • is similar in meaning to the key word • is a common collocate of the key word

  28. Timed Semantic-Connection Exercises toxins currents seawater disposable satellites bacteria harmful helpful dangerous surface however therefore (to) solve a problem the route the race an expert the surface

  29. Timed Lexical Access Fluency Exercises • Involves the matching of key words with their definitions or synonyms under timed conditions

  30. Timed Lexical Access Fluency Exercises 1. ocean very big 2. huge large body of water 3. shocking area that is different 4. patch surprising 5. 6. 7. . . .

  31. TimedLexical Access Fluency Exercises 1. ocean surprising 2. huge very big 3. shocking area that is different 4. patch large body of water … 1. ocean area that is different 2. huge surprising 3. shocking large body of water 4. patch very big …

  32. Timed Recognition Exercises • Focused on words or phrases • Read silently • Conducted in a “beat-the-clock” fashion • Done 2 – 3 in a row • Accompanied by student record keeping • Completed in a short amount of class time, after initial procedures are introduced

  33. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud • Timed Word and Phrase Recognition Exercises • Oral Reading

  34. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud • Timed Word and Phrase Recognition Exercises • Oral Reading • Choral Reading (with the teacher; with an audio tape, DVD, or CD)

  35. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud • Timed Word and Phrase Recognition Exercises • Oral Reading • Choral Reading • Echo Reading

  36. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud • Timed Word and Phrase Recognition Exercises • Oral Reading • Choral Reading • Echo Reading • Radio Reading

  37. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud • Timed Word and Phrase Recognition Exercises • Oral Reading • Choral Reading • Echo Reading • Radio Reading • Oral Paired Re-reading

  38. Oral Paired Re-reading • In pairs, decide who is A and who is B. • A starts at the beginning (of the text) and reads as quickly and as clearly as possible, until asked to stop. B helps. • B starts at the beginning (of the text) and reads as quickly and as clearly as possible, until asked to stop. A helpss. • Repeat the process.

  39. Oral Fluency-Building Activities • Use reading passages • that your students are familiar with • that are easy • that are fairly short • Read aloud • Work with a partner

  40. Fluency-Building Activities • Timed and Paced Speed Reading • Listen-Then-Read-Aloud • Timed Word and Phrase Recognition Exercises • Oral Reading • Choral Reading • Echo Reading • Radio Reading • Oral Paired Re-reading • Reader’s Theater

  41. Reader’s Theater • Reader’s Theater represents another good way to build reading fluency, word and phrase recognition skills, vocabulary, and comprehension.

  42. Reader’s Theater • Let’s give Reader’s Theater a try.

  43. Reader’s Theater • With Reader’s Theatre, students practice (rehearse) and then perform scripts (without memorizing them, without props, without costumes), usually in groups. • Mini-lessons about expressive and interpretive reading, with teacher modeling, can be helpful. • The key is reading, not drama.

  44. Reader’s Theater • Scripts can be created from poems, speeches, stories, plays, and adapted textbook passages, all within students’ instructional range. • Informational texts can be converted into radio scripts, with 1+ announcers and “experts” who share the reporting

  45. Reader’s Theater • Poems can be read every other line by different students, with up to three participating students. Refrains can be read by all participating students. • An episode from a story can be converted into a short dialogue between 2 – 4 characters.

  46. Listen-Then-Read-Aloud Let’s try this again. Try to get further in the text but still read clearly.

  47. Issues and Challenges • Finding interesting and level-appropriate resources (that can be used multiple times) • Fitting fluency practice into classroom instruction • Keeping records of fluency improvement • Assessing fluency gains • Motivating students to practice • Maintaining fluency practice as a consistent classroom activity

  48. Making a Strong Commitment to Reading-Fluency Training FredrickaL. Stoller Northern Arizona University fredricka.stoller@nau.edu

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